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Impact of Entrepreneurial Education Programs on Total Entrepreneurial Activity: The Case of Spain

Author

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  • Brizeida Raquel Hernández-Sánchez

    (Department of Social Psychology, University of Salamanca, 37005 Salamanca, Spain)

  • José Carlos Sánchez-García

    (Department of Social Psychology, University of Salamanca, 37005 Salamanca, Spain)

  • Alexander Ward Mayens

    (Department of Entrepreneurship, University of Salamanca, 37005 Salamanca, Spain)

Abstract

There is a need to evaluate entrepreneurial education programs (EEPs) to see the impact they have on a country’s development. Previous work has focused mostly on entrepreneurial intentions, mainly in a university context. Additionally, literature reviews on the impact of entrepreneurial education have not yet been conclusive, mainly due to the use of subjective indicators and a low consideration of objective indicators. The purpose of this article is to respond to some of these challenges. Specifically, this study used an objective indicator, Total Early-Stage Entrepreneurial Activity (TEA), in a non-university context. A database was created that included programs categorized by autonomous communities. The analysis showed that EEPs significantly influenced the entrepreneurial activity of autonomous communities. This implies that entrepreneurial education should be a prioritized objective in the educational policy of these communities. The recommendations derived from these results are, among others, to promote role models, continue supporting the financing of entrepreneurial initiatives through education and training, continue implementing government policies to support entrepreneurship, and carry out evaluations on the impact that these programs have on skills acquired in the short and medium terms, as well as their maintenance over time.

Suggested Citation

  • Brizeida Raquel Hernández-Sánchez & José Carlos Sánchez-García & Alexander Ward Mayens, 2019. "Impact of Entrepreneurial Education Programs on Total Entrepreneurial Activity: The Case of Spain," Administrative Sciences, MDPI, vol. 9(1), pages 1-16, March.
    • Handle: RePEc:gam:jadmsc:v:9:y:2019:i:1:p:25-:d:213652
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    References listed on IDEAS

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    1. Montserrat Entrialgo & Víctor Iglesias & Frank Müller, 2019. "Are European Part-Time MBA Programs Designed to Foster Entrepreneurial Minds? An Exploratory Study," Administrative Sciences, MDPI, vol. 9(3), pages 1-12, June.
    2. Alexander Ward & Brizeida Hernández-Sánchez & Jose C. Sánchez-García, 2019. "Entrepreneurial Intentions in Students from a Trans-National Perspective," Administrative Sciences, MDPI, vol. 9(2), pages 1-13, May.
    3. Francisco Liñán & Inmaculada Jaén & Domingo Martín, 2022. "Does entrepreneurship fit her? Women entrepreneurs, gender-role orientation, and entrepreneurial culture," Small Business Economics, Springer, vol. 58(2), pages 1051-1071, February.
    4. Mmakgabo Justice Malebana & Nkosinathi Henry Mothibi, 2023. "Relationship between prior entrepreneurship exposure and entrepreneurial intention among secondary school learners in Gauteng, South Africa," Journal of Innovation and Entrepreneurship, Springer, vol. 12(1), pages 1-20, December.
    5. Sara Proença & Elias Soukiazis, 2023. "The process of sustainable entrepreneurship: a multi-country analysis," Environment, Development and Sustainability: A Multidisciplinary Approach to the Theory and Practice of Sustainable Development, Springer, vol. 25(10), pages 10995-11010, October.

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